This paper uses data from a mixed-methods research project which explored the views and experiences of students in Northern Ireland and Wales on the assessment and reform of GCSEs. The research found that while students were generally supportive of the substance of the reforms in each region, they raised concerns about the rapid pace of reform, and questioned whether changes were in their best interests. Participants expressed particular anxiety about the end of three-country regulation of GCSEs and the consequences of this development for students. As those most affected by changes to qualifications, they wanted a greater role in determining national assessment policies. Considering the impact of such reforms on young people, and recognising the important perspectives they can offer on how qualifications are enacted in practice, it is argued that the concept of student voice should be broadened to accommodate young people’s involvement in national assessment and educational decisions.
|Number of pages||19|
|Journal||Assessment in Education Principles Policy and Practice|
|Early online date||08 Jan 2018|
|Publication status||Published - 21 Jul 2018|
- Assessment policy reform; student views; GCSEs; student voice; qualifications
ASJC Scopus subject areas
- Social Sciences(all)